Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies

TLDR

Self‑regulated learning is examined through a social learning lens. The study interviewed 80 tenth‑grade students—40 from a high‑achievement track and 40 from lower tracks—to assess their use of self‑regulated learning strategies across class, homework, and study contexts. Students reported 14 self‑regulation strategy categories across six learning contexts, with high‑achieving students using 13 categories more frequently; these reports predicted achievement group membership with 93% accuracy and were the strongest predictor of standardized test scores compared to gender and socioeconomic status.

Abstract

Forty male and female l0th-grade students from a high achievement track and 40 from other (lower) achievement tracks of a suburban high school were interviewed concerning their use of self-regulated learning strategies during class, homework, and study. Fourteen categories of self-regulation strategies were identified from student answers that dealt with six learning contexts. High achieving students displayed significantly greater use of 13 categories of self-regulated learning. The students’ membership in their respective achievement group was predicted with 93% accuracy using their reports of self-regulated learning. When compared to students’ gender and socioeconomic status indices in regression analyses, self-regulated learning measures proved to be the best predictor of standardized achievement test scores. The results were discussed in terms of a social learning view of self-regulated learning.